There is a dynamic which exists between practitioner research and classroom practice for teachers, which ethicality cannot be divorced from quality in practitioner research any more than it can be divorced from quality in professional practice. It is with this notion the Practitioner Enquiry (PE) has been undertaken, as teaching and learning is a complex process whereby high quality professional development is necessary to ensure that all teachers are able to meet the needs of a diverse pupil population and are active agents of their own professional growth. The focus taken in this practitioner enquiry is based on the effects of pupil learning through self-assessment which both Clarke (2005) and Black et al (2003) stated is a method that allows children to critique their work more freely than the traditional teacher-pupil interchange. Therefore indicating that the language children use towards each other is one they would naturally use rather than ‘school’ language which allows for a more honest assessment of their work (Clarke,2005). The Assessment Reform Group (2002) claimed that children are able to take part in self-reflection and identify their own next steps in learning through self-assessment skills (BTC5, 2011).
- To measure the effectiveness and accuracy of self-assessment on pupil learning and next steps for consolidation or improvement.
- To evaluate if self-assessment allows children to become reflective and positive contributors by taking more ownership of their own learning.